Abstract:

In the context of building a “strong education nation”, the construction of an autonomous knowledge system of Chinese pedagogy embodies three-dimensional logics, namely national logic, disciplinary logic, and autonomy logic. Based on the three-dimensional logic, the key to advancing the construction of an autonomous knowledge system of Chinese pedagogy within the “field” of Chinese educational theory and practice lies in the capacity to produce a conceptual system of Chinese pedagogy that is both original and distinctive. The innovation of five typical concept production paradigms in Chinese pedagogy, including educational field investigation and research, educational improvement experiments, educational action research, educational think tank research, and on-site educational guidance, represents a model-based pathway for advancing the construction of an autonomous knowledge system of Chinese pedagogy and for producing an original and distinctive conceptual system of Chinese pedagogy in the context of building a “strong education nation”.

Key words: Chinese Pedagogy, autonomous knowledge system, concept production, paradigm innovation